Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that it is important to know the balance between carbohydrates, fats, and protein percentages in regards to recommended daily intake (Where), Without the proper balance of fats, carbohydrates, and proteins a person could become ill. This can/will be applied to your own diet. (Why)Students develop and analyze a plan to attain a personal health goal.(What)
(H)1.2 Students will be engaged by the placemat printed off of the choosemyplate.gov website(Hook)
(E)1.3 Students will know...Calories, Macro-nutrients (definitions of each), Micro-nutrients (definitions of each), Minerals, Supplement, Vitamins (water soluble and fat soluble). Health risks related to poor eating habits. Daily recommended values. (Equip), Students will use the Sandwich graphic organizer as well as the Jigsaw cooperative learning technique to make sense of recommended daily intake and discuss with their group members. (Explore), Students (in groups) will create a skit that will make sense of what and where macronutrients are. (Experience)
()1.4 Students will have to complete an Exit Ticket (in writing) that they must explain one concept that they learned from class OR explain one concept that they are still unsure of or need more help understanding. (Rethink), Self-Assessment using a Rubric will be done before performing the skit to ensure that each key idea is covered during the skit, as well as students will know the requirements beforehand and can attempt to get all the highest scores.(Rethink/Revise), and by using the rubric, the teacher will score the whole group, as well as giving each individual student a grade for the work they have done on the project.(Revise/Refine)
Verbal: Students will be discussing, in groups, during the Jigsaw activity each student will be explaining their topic to their group, and then listening to each other topic explained by the students in their group.
Logic: Students will be making sense of portion sizes and percentages.
Visual: Placemat from choosemyplate.gov.
Musical: Students incorporate music into their movie, this can be a song they have written.
Kinthestic: By creating a skit, students will be asked to act out scenes that will make sense of the importance of having the recommended balance of fats, carbohydrates, and protein.
Interpersonal: Students will be in small groups for their skit which they will interact with others.
Intrapersonal: Students will have to write out an Exit Ticket of what they learned in class AND/OR something they are still a bit fuzzy on and hand it in.
Naturalist: Students will consider alternative options, such as organic foods.
(O)1.7 Students will be able to make sense of what macronutrients are and where they can be found. (Interpretation)Product: Skit which will be recorded on video, Number of Days: 3 days (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that eating a healthy diet plays a big role in overall health.(Where), This is because when one or more vitamins or nutrients are either missing from or are in excess in your diet, this includes under eating and overeating, can cause diseases, lack of sleep, brittle hair/nails, and many other things we will learn.(Why)Students develop and analyze a plan to attain a personal health goal.(What)
(H)2.2 A unique version of Find the Fib.(Hook)
(E)2.3 Students will know terms such as; Anorexia, Bulimia, Body Mass Index (BMI), Diabetes, Eating Disorder, and Obese/Morbidly Obese. As well as health risks related to poor eating habits and the daily recommended values.(Equip) Students will use the Cluster/Word Web(2) graphic organizer as well as the Let’s Compare Notes cooperative learning technique to show understanding of the content, which is the risks of unhealthy eating habits.(Explore) Students (individually) will create a podcast that justifies what a healthy diet includes and looks like.Experience)
(R)2.4 Students will use each other when checking for understanding by doing the Find the Fib strategy. A statement regarding dietary choices and eating habits will be made, students must determine them as true or false OR healthy or unhealthy. (Rethink), Self-Assessment using a Checklist will be completed by the students as they listen to their podcast and mark off everything they did that was required, as well as checking off anything that is listed as under the bonus section of the checklist, which would include appropriate music or sound effects. (Rethink/Revise), A checklist filled out by the teacher, as well as any comments written next to the specific checks, will be used to score the students podcast based on the appropriate time, volume, relevance, etc. (Revise/Refine),
(E)2.5 Formative Assessment - Checking for Understanding: Find the Fib Timely Feedback: Self, Teacher (Evaluate)
(T) 2.6 Tailors
Verbal: Students are creating a podcast where they must explain.
Logic: Students use a logical approach during Find the Fib as well as see visual representationof portion sizes.
Visual: Students will use the cluster/word web diagram as a visual.
Musical: Incorporating music or written songs to express understanding in podcast.
Kinthestic:
Intrapersonal:Students are creating podcasts as an individual project, not done in groups.
Interpersonal: Students will do the "Let's Compare Notes" method where they can share their notes with others.
Naturalist: Discussing alternative nutritional lifestyle choices, such as vegetarianism.
(O)2.7 Students will be able to justify the difference between healthy and unhealthy eating habits.. (Explanation)Product: Create a podcast Number of Days: 2 days (Organize)
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that it is important to know the balance between carbohydrates, fats, and protein percentages in regards to recommended daily intake (Where), Without the proper balance of fats, carbohydrates, and proteins a person could become ill. This can/will be applied to your own diet. (Why)Students develop and analyze a plan to attain a personal health goal.(What)
(E)3.3 Students will know the terms; Calories, Macro-nutrients (definitions of each), Micro-nutrients (definitions of each), Minerals, Supplement, Vitamins (water soluble and fat soluble). Health risks related to poor eating habits. Daily recommended values. (Equip) Students will use a Cause and Effect graphic organizer to list how too many or too little macro-/micro-nutrients effect the body. Students will each create a visual that represents either too many or too little and then the class will do a Gallery Walk. Students will fill their graphic organizers out during the Gallery Walk..(Explore) Individually, each student will be asked to create and account on FitDay.com which is a free online resource, they can use their school laptops and email. They will record all the food they eat/drink as well as any activities they do (this includes sleeping, cleaning, etc.) for at least 3 days. They will then reflect on the balance of their own diet in relation to fat, carbohydrate, and protein percentages by writing a reflection paper.(Experience)
(R)3.4 Students will check for their understanding by doing a Quick Writes activity and taking a specific experience they have had, this will not be shared with the class, only the teacher will see it. (Rethink), Self-Assessment using a Checklist will allow students to have a guideline of what they must do before they write the paper and what the paper must include. (Rethink/Revise), A checklist will also be used by the teacher throughout this small project to make sure students have logged their food/activities for at least 3 days, as well as use it as a means of making sure key points are elaborated on in a meaningful/personal way in the reflection paper.(Revise/Refine),
Verbal: Daily presentations and discussions posed by teacher.
Logic: Daily intake will be changed into percentages of total daily intake.
Visual: Students will use FitDay, which uses visuals and charts, to understand their own intake in terms of percentages.
Musical:
Kinesthetic: Students will do a gallery walk which will allow them to get up and learn the objectives.
Intrapersonal: The Quick Writes assignment allows students to individually reflect on their knowledge.
Interpersonal: Cooperative learning activity.
Naturalist:
(O)3.7 Students will be able to reflect on the balance of their own diet in relation to fat, carbohydrate, and protein percentages. (Self-Knowledge)Product: Log on FitDay, Number of Days: 1 days (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that eating a healthy diet plays a big role in overall health.(Where), This is because when one or more vitamins or nutrients are either missing from or are in excess in your diet, this includes under eating and overeating, can cause diseases, lack of sleep, brittle hair/nails, and many other things we will learn. (Why), Students develop and analyze a plan to attain a personal health goal.(What)
(H) 4.2 The class will be taken to the green house to observe the foods we are growing.
(E)4.3 Students will know Anorexia, Bulimia, Body Mass Index (BMI), Diabetes, Eating Disorder, and Obese/Morbidly Obese. As well as health risks related to poor eating habits and the daily recommended values.(Equip), Students will use a step-by-step graphic organizer to plan out blog entries. They will also us the cooperative learning model of Team-Pair-Solo, as a team they can talk about who their character is and further discuss the disease or disorder they must empathize with. (Explore), Each student will create a website as if they were a person who has a diet-related disease or disorder. (Experience)
(R)4.4 Students will check for their understanding by doing Fist to Five activity to see where everyone is at and if the teacher needs to make any clarifications. (Rethink), Self-Assessment using a Checklist will allow students to have a guideline of what they must include in their prezi. (Rethink/Revise), A checklist will also be used by the teacher throughout this project to make sure students have posted to the wiki as well as truly considered their eating habits. (Revise/Refine),
(E)4.5 Formative Assessment - Checking for Understanding: Fist to Five Timely Feedback: Self, Teacher. (Evaluate)
(T) 4.6 Tailors
Verbal: Team-Pair-Solo discussion
Logic: Using the BMI equation.
Visual: Using the graphic organizer.
Musical: Creating an audio blog entry.
Kinesthetic: Creating a video blog entry.
Intrapersonal: Team-Pair-Solo activity.
Interpersonal: Team-Pair-Solo activity.
Naturalist: Organic food options, vegetarianism.
(O)4.7 Students will be able to comprehend diet-related diseases/disorders. (Empathy)Product: Create website, Number of Days: 3 days (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that there are strengths, needs, and risks related to short-term and long-term health goals.(Where), This is important because everyone should know that there may be realistic goals, as well as unrealistic goals. It is important to know what risks may come from trying to achieve a goal because we want to remain healthy and not become ill from trying to achieve such goals. Giving strengths related to goals allows us to focus on why we want to make positive lifestyle changes and knowing what you need can prevent possible risks from occurring. (Why), Students develop and analyze a plan to attain a personal health goal.(What)
(H)5.2Students will watch a YouTube clip of Taylor Mali’s poem An Apple A Day.
(E)5.3 Students will know the terms short-term goal and long-term goal. (Equip),Students will use two four square graphic organizers to determine what short-term and long-term goals. They will fill these out during a fishbowl cooperative learning activity where students in the inner circle have a discussion while the students in the outside circle take notes. Students switch roles after 5-7 minutes. (Explore), Students will create a digital story giving perspective on short-term OR long-term nutritional goals.(Experience)
(R) 5.4 Students will check for their understanding by doing an anonymous digital survey. (Rethink), Self-Assessment using a rubric will allow students to have a specific guidelines of what needs to be included based on letter grades of A, B, C, D.(Rethink/Revise), A rubric will also be used by the teacher as a means of grading the assignment.(Revise/Refine),
(O)5.7 Students will be able to argue what constitutes a short-term or long-term goal and what it takes to achieve them. (Perspective)Product: Digital Story, Number of Days:2 days (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that there are strengths, needs, and risks related to short-term and long-term health goals.(Where), This is important because everyone should know that there may be realistic goals, as well as unrealistic goals. It is important to know what risks may come from trying to achieve a goal because we want to remain healthy and not become ill from trying to achieve such goals. Giving strengths related to goals allows us to focus on why we want to make positive lifestyle changes and knowing what you need can prevent possible risks from occurring. (Why),Students develop and analyze a plan to attain a personal health goal.(What)
(H)6.2 The ABCs of goal-setting song. (Hook)
(E)6.3 Students will know the difference between short-term and long-term goals. (Equip), Students will create their own graphic organizer using Inspiration. They can create a web or an outline that will aid in the goal-setting process. Students will also do a cooperative learning activity that allows them to analyze and discuss provided goals. This will help them better understand the type of goal as well as the strengths, risks, and needs one should consider. (Explore),Students will be required to create a prezi that explains their health goal that they have created. In this prezi, strengths, risks, and needs must be included, as well as desired outcome and other possible outcomes. (Experience)
(R)6.4 Students will check for their understanding by participating in a four corners activity. This will allow the teacher to see how many people know the material and what needs to be revisited. (Rethink), Self-Assessment using a rubric will give students specifics on what needs to be done to receive a specific grade.(Rethink/Revise), A rubric used by the teacher will also aid in the grading aspect.(Revise/Refine),
(E)6.5 Formative Assessment - Checking for Understanding: Four CornersTimely Feedback: Self, Teacher, Peer. (Evaluate)
(T) 6.6 Tailors
Verbal: Cooperative learning activity. Logic:Consider/create attainable health goals.
Visual: Inspiration used to create graphic organizer.
Musical: ABCs of goal-setting song.
Kinesthetic: Four Corners activity.
Intrapersonal: Students will be creating their own nutritional goal and then creating a prezi on their own.
Interpersonal: Cooperative Learning activity.
Naturalist: In making their own goals, students can consider dietary changes, growing their own food, etc.
(O)6.7 Students will be able to create their own short-/long-term health goals (Application)Product: Prezi, Number of Days: 2 days (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe (Where), Real Life (Why), MLR or CCSS (What)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H)1.2 Students will be engaged by the placemat printed off of the choosemyplate.gov website(Hook)
(E)1.3 Students will know...Calories, Macro-nutrients (definitions of each), Micro-nutrients (definitions of each), Minerals, Supplement, Vitamins (water soluble and fat soluble). Health risks related to poor eating habits. Daily recommended values. (Equip), Students will use the Sandwich graphic organizer as well as the Jigsaw cooperative learning technique to make sense of recommended daily intake and discuss with their group members. (Explore), Students (in groups) will create a skit that will make sense of what and where macronutrients are. (Experience)
()1.4 Students will have to complete an Exit Ticket (in writing) that they must explain one concept that they learned from class OR explain one concept that they are still unsure of or need more help understanding. (Rethink), Self-Assessment using a Rubric will be done before performing the skit to ensure that each key idea is covered during the skit, as well as students will know the requirements beforehand and can attempt to get all the highest scores.(Rethink/Revise), and by using the rubric, the teacher will score the whole group, as well as giving each individual student a grade for the work they have done on the project.(Revise/Refine)
(E)1.5 Formative Assessment - Pre-Assessment: Consensogram, Checking for Understanding: Exit Ticket Timely Feedback: Self, Teacher, Peer. (Evaluate)
(T) 1.6 Tailors
Verbal: Students will be discussing, in groups, during the Jigsaw activity each student will be explaining their topic to their group, and then listening to each other topic explained by the students in their group.
Logic: Students will be making sense of portion sizes and percentages.
Visual: Placemat from choosemyplate.gov.
Musical: Students incorporate music into their movie, this can be a song they have written.
Kinthestic: By creating a skit, students will be asked to act out scenes that will make sense of the importance of having the recommended balance of fats, carbohydrates, and protein.
Interpersonal: Students will be in small groups for their skit which they will interact with others.
Intrapersonal: Students will have to write out an Exit Ticket of what they learned in class AND/OR something they are still a bit fuzzy on and hand it in.
Naturalist: Students will consider alternative options, such as organic foods.
(O)1.7 Students will be able to make sense of what macronutrients are and where they can be found. (Interpretation) Product: Skit which will be recorded on video, Number of Days: 3 days (Organize)
Lesson 2
(H)2.2 A unique version of Find the Fib.(Hook)
(E)2.3 Students will know terms such as; Anorexia, Bulimia, Body Mass Index (BMI), Diabetes, Eating Disorder, and Obese/Morbidly Obese. As well as health risks related to poor eating habits and the daily recommended values.(Equip) Students will use the Cluster/Word Web(2) graphic organizer as well as the Let’s Compare Notes cooperative learning technique to show understanding of the content, which is the risks of unhealthy eating habits.(Explore) Students (individually) will create a podcast that justifies what a healthy diet includes and looks like.Experience)
(R)2.4 Students will use each other when checking for understanding by doing the Find the Fib strategy. A statement regarding dietary choices and eating habits will be made, students must determine them as true or false OR healthy or unhealthy. (Rethink), Self-Assessment using a Checklist will be completed by the students as they listen to their podcast and mark off everything they did that was required, as well as checking off anything that is listed as under the bonus section of the checklist, which would include appropriate music or sound effects. (Rethink/Revise), A checklist filled out by the teacher, as well as any comments written next to the specific checks, will be used to score the students podcast based on the appropriate time, volume, relevance, etc. (Revise/Refine),
(E)2.5 Formative Assessment - Checking for Understanding: Find the Fib Timely Feedback: Self, Teacher (Evaluate)
(T) 2.6 Tailors
Verbal: Students are creating a podcast where they must explain.
Logic: Students use a logical approach during Find the Fib as well as see visual representationof portion sizes.
Visual: Students will use the cluster/word web diagram as a visual.
Musical: Incorporating music or written songs to express understanding in podcast.
Kinthestic:
Intrapersonal:Students are creating podcasts as an individual project, not done in groups.
Interpersonal: Students will do the "Let's Compare Notes" method where they can share their notes with others.
Naturalist: Discussing alternative nutritional lifestyle choices, such as vegetarianism.
(O)2.7 Students will be able to justify the difference between healthy and unhealthy eating habits.. (Explanation) Product: Create a podcast Number of Days: 2 days (Organize)
(H) 3.2 Engage students by using a video clip from Fat, Sick, and Nearly Dead. http://www.youtube.com/watch?v=kwqExObifXM (Hook)
(E)3.3 Students will know the terms; Calories, Macro-nutrients (definitions of each), Micro-nutrients (definitions of each), Minerals, Supplement, Vitamins (water soluble and fat soluble). Health risks related to poor eating habits. Daily recommended values. (Equip) Students will use a Cause and Effect graphic organizer to list how too many or too little macro-/micro-nutrients effect the body. Students will each create a visual that represents either too many or too little and then the class will do a Gallery Walk. Students will fill their graphic organizers out during the Gallery Walk..(Explore) Individually, each student will be asked to create and account on FitDay.com which is a free online resource, they can use their school laptops and email. They will record all the food they eat/drink as well as any activities they do (this includes sleeping, cleaning, etc.) for at least 3 days. They will then reflect on the balance of their own diet in relation to fat, carbohydrate, and protein percentages by writing a reflection paper.(Experience)
(R)3.4 Students will check for their understanding by doing a Quick Writes activity and taking a specific experience they have had, this will not be shared with the class, only the teacher will see it. (Rethink), Self-Assessment using a Checklist will allow students to have a guideline of what they must do before they write the paper and what the paper must include. (Rethink/Revise), A checklist will also be used by the teacher throughout this small project to make sure students have logged their food/activities for at least 3 days, as well as use it as a means of making sure key points are elaborated on in a meaningful/personal way in the reflection paper.(Revise/Refine),
(E)3.5 Formative Assessment - Checking for Understanding: Quick Writes Timely Feedback: Self, Teacher. (Evaluate)
(T) 3.6 Tailors
Verbal: Daily presentations and discussions posed by teacher.
Logic: Daily intake will be changed into percentages of total daily intake.
Visual: Students will use FitDay, which uses visuals and charts, to understand their own intake in terms of percentages.
Musical:
Kinesthetic: Students will do a gallery walk which will allow them to get up and learn the objectives.
Intrapersonal: The Quick Writes assignment allows students to individually reflect on their knowledge.
Interpersonal: Cooperative learning activity.
Naturalist:
(O)3.7 Students will be able to reflect on the balance of their own diet in relation to fat, carbohydrate, and protein percentages. (Self-Knowledge) Product: Log on FitDay, Number of Days: 1 days (Organize)
Lesson 4
(H) 4.2 The class will be taken to the green house to observe the foods we are growing.
(E)4.3 Students will know Anorexia, Bulimia, Body Mass Index (BMI), Diabetes, Eating Disorder, and Obese/Morbidly Obese. As well as health risks related to poor eating habits and the daily recommended values.(Equip), Students will use a step-by-step graphic organizer to plan out blog entries. They will also us the cooperative learning model of Team-Pair-Solo, as a team they can talk about who their character is and further discuss the disease or disorder they must empathize with. (Explore), Each student will create a website as if they were a person who has a diet-related disease or disorder. (Experience)
(R)4.4 Students will check for their understanding by doing Fist to Five activity to see where everyone is at and if the teacher needs to make any clarifications. (Rethink), Self-Assessment using a Checklist will allow students to have a guideline of what they must include in their prezi. (Rethink/Revise), A checklist will also be used by the teacher throughout this project to make sure students have posted to the wiki as well as truly considered their eating habits. (Revise/Refine),
(E)4.5 Formative Assessment - Checking for Understanding: Fist to Five Timely Feedback: Self, Teacher. (Evaluate)
(T) 4.6 Tailors
Verbal: Team-Pair-Solo discussion
Logic: Using the BMI equation.
Visual: Using the graphic organizer.
Musical: Creating an audio blog entry.
Kinesthetic: Creating a video blog entry.
Intrapersonal: Team-Pair-Solo activity.
Interpersonal: Team-Pair-Solo activity.
Naturalist: Organic food options, vegetarianism.
(O)4.7 Students will be able to comprehend diet-related diseases/disorders. (Empathy) Product: Create website, Number of Days: 3 days (Organize)
Lesson 5
(H)5.2 Students will watch a YouTube clip of Taylor Mali’s poem An Apple A Day.
(E)5.3 Students will know the terms short-term goal and long-term goal. (Equip),Students will use two four square graphic organizers to determine what short-term and long-term goals. They will fill these out during a fishbowl cooperative learning activity where students in the inner circle have a discussion while the students in the outside circle take notes. Students switch roles after 5-7 minutes. (Explore), Students will create a digital story giving perspective on short-term OR long-term nutritional goals.(Experience)
(R) 5.4 Students will check for their understanding by doing an anonymous digital survey. (Rethink), Self-Assessment using a rubric will allow students to have a specific guidelines of what needs to be included based on letter grades of A, B, C, D.(Rethink/Revise), A rubric will also be used by the teacher as a means of grading the assignment.(Revise/Refine),
(E)5.5 Formative Assessment - Checking for Understanding: Survey Timely Feedback: Self, Teacher, Peer. (Evaluate)
(T) 5.6 Tailors
Verbal: Fishbowl activity.
Logic: Students will be thinking of logical health goals that will be attainable.
Visual: GoAnimate.com.
Musical: Taylor Mali’s poem An Apple A Day
Kinesthetic:
Intrapersonal: Anonymous, individual survey responses.
Interpersonal: Fishbowl activity.
Naturalist:
(O)5.7 Students will be able to argue what constitutes a short-term or long-term goal and what it takes to achieve them. (Perspective) Product: Digital Story, Number of Days:2 days (Organize)
Lesson 6
(H)6.2 The ABCs of goal-setting song. (Hook)
(E)6.3 Students will know the difference between short-term and long-term goals. (Equip), Students will create their own graphic organizer using Inspiration. They can create a web or an outline that will aid in the goal-setting process. Students will also do a cooperative learning activity that allows them to analyze and discuss provided goals. This will help them better understand the type of goal as well as the strengths, risks, and needs one should consider. (Explore),Students will be required to create a prezi that explains their health goal that they have created. In this prezi, strengths, risks, and needs must be included, as well as desired outcome and other possible outcomes. (Experience)
(R)6.4 Students will check for their understanding by participating in a four corners activity. This will allow the teacher to see how many people know the material and what needs to be revisited. (Rethink), Self-Assessment using a rubric will give students specifics on what needs to be done to receive a specific grade.(Rethink/Revise), A rubric used by the teacher will also aid in the grading aspect.(Revise/Refine),
(E)6.5 Formative Assessment - Checking for Understanding: Four CornersTimely Feedback: Self, Teacher, Peer. (Evaluate)
(T) 6.6 Tailors
Verbal: Cooperative learning activity.
Logic: Consider/create attainable health goals.
Visual: Inspiration used to create graphic organizer.
Musical: ABCs of goal-setting song.
Kinesthetic: Four Corners activity.
Intrapersonal: Students will be creating their own nutritional goal and then creating a prezi on their own.
Interpersonal: Cooperative Learning activity.
Naturalist: In making their own goals, students can consider dietary changes, growing their own food, etc.
(O)6.7 Students will be able to create their own short-/long-term health goals (Application) Product: Prezi, Number of Days: 2 days (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe
(Where), Real Life (Why), MLR or CCSS (What)